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APRIL 22-24, PALLINI, GREECE

INSPIRING SCIENCE EDUCATION

CONfERENCE 2016

DISCOVER THE COSMOS CONFERENCE

APRIL 22-24, PALLINI, GREECE

PROCEEDINGS


CONfERENCE 2016

e-Infrastructure for an Engaging Science Classroom

Copyright © 2016 by Ellinogermaniki Agogi

All rights reserved.

This work is licensed under the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/

Printed by EPINOIA S.A.

ISBN 978-960-473-696-6

Published by Ellinogermaniki Agogi

Editors:Dr. Angelos Lazoudis, Dr. Stephanos Cherouvis

Artwork:Anna Mavroeidi

This project has received funding from the European Union’s ICT Policy Support Programme as part of the Competitiveness and Innovation Framework Programme (Grant Agreement no. 325123). This publication reflects only the editor’s and contributors’ views and the European Union is not liable for any use that might be made of information contained therein.

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Integrating Innovative Practices in Secondary Special Education in Greece

Nikolaos Nerantzis Physicist in Secondary Special Education (Public Special Junior High School of Thessaloniki)

iSe ambassador for Greek schools (Ellinogermaniki Agogi, Greece)[email protected]

“The wandering star within the play-of-time space has become exactly what it is: a planet. Cannot humans, too, fist inhabit what their place is—within the play of-time space? With nostalgia and the yearning for faraway places? Provided that adventure and the return home can still be distinguished from one another.”Kostas Axelos

Abstract

The current financial crisis has brought sig-nificant changes in the global and the Euro-pean economic environment. The causes and the effects of the crisis demanded serious and effective decisions to be taken, affecting many areas of European citizens’ lives. Education is no excluded undergoing, in first, clearly nega-tive measures (cuts in government spending on education, teachers’ salaries reductions, etc.) but, in a second though, giving possibly the necessary motive to a courageous and scientif-ic opening to the “play of the world” - accord-ing to K. Axelos “the world deploys itself as a game”. The ‘best’ answer to the crisis is edu-cation itself. Three initiatives (from UNESCO, OECD and the European Commission) since the end of the 20th century, ‘opened’ the debate on important changes to education in devel-oped countries, revealing the imminent need for significant changes to take place in educa-tion. Moreover, in 2008 three technology com-panies (Cisco, Intel and Microsoft) expressed concerns that graduates of schools and univer-sities entering the workforce do not really have the skills necessary for the new digital era and they also identified the need to focus on the, so called, 21st century skills (ATC21STM). STEM skills are increasingly recognized as a major

component of the basic education in today’s economic environment. In this context, the European Union supports and implements a variety of important programs in STEM edu-cation – such as iSe, GoLab, UDLnet, Scien-tix etc. According to the European Schoolnet, keeping the European economy into growth, 1,000,000 additional STEM researchers will be required, by the year 2020. Education ought to prepare our students to cope with the chang-es, providing them critical and creative think-ing. Thus, (a) taking the torch from our last school years’ activities and (b) taking into ac-count all the above into amount, we designed and implement(-ing) a numerous of innovative educational activities. The educational activi-ties presented, target typical development stu-dents from mainstream education and students with special educational needs and/or disabili-ties. The students are seen as unique individu-als and our educational objectives are an effort for an inclusive education and one school for all. We try to open and connect our school with the outside world using open access scholar-ships and open educational resources.

Keywords

Inclusive education, innovative science teach-ing

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1. Introduction

1.1 The social context

Article 24 of the UN Convention on the Rights of Persons with Disabilities states that we have to ensure persons’ with disabilities right for an inclusive education and lifelong learning di-rected also to the development – to their fullest potential – of their personalities, talents, crea-tivity, mental and physical abilities (Article 24 §1 (b)). We should also facilitate the learning of sign language and the promotion of the lin-guistic identity of the deaf community (Arti-cle 24 §2 (b)) providing “reasonable accom-modation” – means necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden (Article 2). This goal, in the present global and European economic environment [12, 13, 15] is a very demanding task since «Educational institu-tions will have to do more with less in the com-ing years» [29] requiring a well-planned and coordinated action.

Moreover, according to the European School-net [14], to keep the European economy into growth, one million additional researchers will be required by the year 2020 in STEM (Science, Technology, Engineering, Mathe-matics) science fields. Recognizing that STEM skills are an increasingly important component of today’s basic education and the ‘shifting’ from an industrial-based to information-based economy, European Union supports and im-plements a variety of important programs in STEM education – e.g. Scientix (www.scien-tix.eu), iSe (www.inspiring-science-education.net), GoLab (www.golabz.eu) etc. The im-minent need for significant changes to take place in education was pointed out since the end of the 20th century. Three initiatives, from UNESCO [10], OECD, [1, 30] and European Commission [17], opened the debate on im-portant changes to education in developed countries.

In 2008, three major technology companies – Cisco, Intel and Microsoft – identified the need to focus on so-called 21st century skills [18] they initiate Assessment and Teaching of 21st Century Skills (ATC21STM) project. It is worth noting that the concern of ATC21STM was not only to define the 21st century skills (see Figure 1) but also to demonstrate the methods appro-priate for assessment, the types of technolo-gies needed, the teaching approaches that these changes will trigger [6]. It is worth mention-ing that apart from large multi/trans-national companies, similar practices have been adopt-ed from the, so-called, liberated companies, where there is no hierarchy system present and employees are required to work, make decisions and take responsibility in groups [7, 34, 39, 41]. In such companies, also, the em-ployment of the workforce requires, increas-ingly, critical thinking skills, complex forms of communication and information management skills. Thus, our students should, on the one hand, be prepared for the new forms of work and jobs that have not yet been created and, on the other, to be familiar with new tools and new technologies [19]. Education therefore re-quested to prepare our students to cope with the rapid social changes, providing them with new ways of thinking associated with creativ-ity, critical analysis, problem solving, decision making, etc.[19].

1.2 Teaching in Special Education

Teaching in Special Education is a very chal-lenging task. We must take into account each student’s special education need. Major dif-ficulties can be raised since a) our students can’t easily connect core scientific ideas with mathematical formulation or use the knowl-edge gained in a different context [31], b) their representations are universal and not easily modifiable [11, 21] and c) the significant dif-ficulties regarding (short term, working, long term) memory function [32]. For example, stu-dents with autism spectrum disorders (ASD) are strong visual learners, so they may strug-

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gle to process information in a ‘clear’ verbal format [16].

Figure 1. The 21st century skills [4]

To teach science effectively, we integrate ed-ucational practices such as: 7E open Inquiry Based Science Education (IBSE) [23], Big Ideas of Science (GoLab, 2015), ‘adding’ the Art component to STEM – becoming STEAM, metamemory strategies [24, 33], analogies [2], Information and Communication Technology (ICT), online repositories (i.e. Inspiring Sci-ence Education (iSe), UDLnet and GoLab), and international practices [37]. We want to emphasize that the educational activities pre-sented target typical students as well students with special educational needs and/or disabili-ties. The educational activities, presented in short in the next sections, can be found on the blog of the author, https://4myfiles.wordpress.com, and on the corresponding repositories.

2. Innovative Science practices

Taking the torch from our previous activities [25] and taking into account all the above into account, we designed and implement(-ing) a numerous of innovative educational activities in Public Special Junior High School of Thes-saloniki (Central Makedonia, Greece – https://eidgymthess.wordpress.com/). The students are seen as unique individuals and we try try-ing to maximise the educational outcomes and to open and connect our school with the ‘outside’ world by, i.e., presenting our didac-

tic proposals participating in conferences and open educational resources [25]. We have to pointed out that for all this didactic propos-als we try to get involved as many teachers as possible – and of course as many students as possible.

2.1.1 How light ...Jumps.

This activity is part from “Lasers & Bubbles”– a top-5 on 2015 ISE Contest “Learning with light” – didactic proposal (see here http://wp.me/p3oRiZ-h9 and http://wp.me/p6Hte2-14) [27]. Students as photons, had to make decision on the materials separating line about where to turn: left or right and so they un-dergo the changes in their (light) path via two different materials. The analogy demonstrates light’s capability to ...jump on atoms – in order to pass through a crystal material – just like we jump on rocks to pass across a river. The anal-ogy also demonstrates how a non-crystal mate-rial traps light – just like we will fell into the river’s rock end – see http://wp.me/p3oRiZ-hu. This dramatization it turned to be a very joy-ful activity and it was presented with a poster at CREAT-IT 2015 “Inquiry Based Learning and Creativity In Science Education” (http://www.scientix.ea.gr/) [25].

Figure 2. “How light ...Jumps!” poster.

2.1.2 Interdisciplinary Astronomy Activities

On November 9th, 2015, three didactical hours were dedicated to Interdisciplinary As-

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tronomy Activities (IAA) – see http://wp.me/p6Hte2-1I [26]. Five (5) teachers joined their “forces” and our students in three groups and in rotation, were engaged a) in a unique im-ages presentation of the Cosmos in the mobile planetarium STARLAB (http://www.planitar-io.gr/tholos-starlab-classic-standard.html), b) in a video session on solar system, space mis-sions and Universe, in our school’s library and c) in tactile activities such as Meet our home and Meet our neighbors (http://nuclio.org/as-troneighbours/resources) and the creation of planets‘ 3D models.

Figure 3. Photos from IAA (see http://wp.me/p6Hte2-1I)

With the above hands-on activities we had the pleasure to join the Cosmic Light Edu Kit / In-ternational Year of Light 2015 program. After the activities, we did a “small” research: our students had to fill an evaluation form on IAA (Figure 4).

Figure 4. Here you can see four (4) Q & A after IAA (see http://wp.me/p6Hte2-2q)

We received 30 answers, of half of our school students, and in Figure 4 you can see a “small” but significant result of IAA’s impact. The ac-

tivities were presented with a poster at EGU General Assembly; 2016 [26]. We want to highlight that hands-on activities for students are hands-off activities for teachers and culti-vates metacognition [24].

2.1.3 Volcano Eruption & Big Ideas

Here you can see an activity for Geology Class, using poster as educational material [28] in or-der to connect a ‘real life’ phenomenon (vol-canic eruptions) with the Big Ideas (“a set of cross-cutting scientific concepts describing the world around us” - www.golabz.eu/big-ideas). The poster was created for the Scientix’s com-petition “Media in STEM Award” and it was the winning entry for the graphic category (see here http://goo.gl/kIcmmm and this facebook post https://goo.gl/2bQ7qs).

Figure 5. “A Volcanic Eruption and the Big Ideas” project (see http://wp.me/p3oRiZ-mv)

Our students had to inquiry about volcanoes (via internet & using the IWB) and to match A, B, C, D volcano phases (on the left) with as many as possible, Big Ideas (on the right). Through this multisensory approach we want to underline the unity of the science aiming on the memory and the “perceptual fluency” of our students [33]. The winning entry was also presented at the pre-con-ference workshop “Innovating Science & Maths teaching with media-based tools and approach-

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es” of The Media & Learning Conf., (see http://goo.gl/nQYKa7). Posters are a “drawn to the eye” visual tool that can be part of many lesson plans and activities (e.g. as an advance organizer, as a common reference content, a resumption material, a cross thematic material, etc.), fitting our students’ educational needs, maximising the success of the educational objectives. Posters are suitable to teach core scientific ideas and a great tool for deep scientific understanding integrat-ing cross thematic objectives. Moreover though posters we can activate our students to plan, to implement and evaluate a lesson [28].

2.1.4 Science Theatre

This school year, under the School Activities Programme “School Garden - Recycling / En-vironment and STEM education,” and with the help of Dr. Eleftheria Mpaka (Teacher of Drama & Author), we implement a theatrical performance based on Yio Somei’s book “Jake in the Sea” [36]. Through this science theater we highlighted the values of biodiversity and the environment. The theater was presented throughout the school with great success and we also participate in “Learning science through theater” (see here: http://lstt2.weebly.com) – which is based on the pedagogical framework of the European project CREAT-IT (http://www.creatit-project.eu/), the guidelines for creativity in science education (http://goo.gl/afHTE5) and the support of the European project CREATIONS (http://cordis.europa.eu/project/rcn/198210_en.html).

Figure 6. From our theatrical performance based on Yio Somei’s book “Jake in the Sea” (see http://wp.me/p3oRiZ-n9)

We succeed to integrate the emotion compo-nent in learning [22] in a multimodal learning environment [40]. Teaching theatre is a way of enhancing self-image and self-esteem of students. Using theatrical techniques as edu-cational tools and help the learning process in a school with students of special educational needs and/or disabilities.

3. On-going and Future work: steps ...beyond

Aiming the modernization and consolidating innovation practices in growth of our school unit, at least in a medium-term plan, we will present the following activities that are not go-ing to be completed during the current school year, but they are going – in long-term – to add educational value, involving students & their parents/guardians and teachers. These activi-ties give us the opportunity to take Curricula a step beyond and manifestation of a solid edu-cation proposal for interdisciplinary activities on ‘hot’ scientific topics – that our students are not going to get involved in their schools years.

Under the School Activities Programmes we are implementing an environmental and pro-ject focused on media careers: a) the “School Garden - Recycling / Environment and STEM education” project and b) the “School Radio” project. Our school radio will be an activ-ity to be continued for several years – joining the European School Radio (http://european-schoolradio.eu/) – help understanding media technologies and promoting media careers. In the environmental project we have organized to plan fruitful trees at our school garden and to make an inquiry on environmental param-eters (soil, sand, gravel and water, acids bases salts etc.) on pulses (beans, lentils, chickpeas, fava & broad beans), since 2016 is the Inter-national Year of Pulses, according UN (http://www.un.org/en/sections/observances/interna-tional-years/).

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Figure 7. Graphical music scenario (top) [38] and Kaon-Decay’s Feynman diagrams (bottom – from https://en.wikipedia.org)

Introducing teachers & students to the basic aspects of black holes, BHIMS (Black Holes In My School) project gives the opportunity to engage in to classroom with new tools and resources and experiment the use of a student centered model (see http://goo.gl/UoDXOx & http://goo.gl/fm14oW). From our point of view, we enrolled the on-line lesson and we try to see how our students evaluate the impact of the use of such methodology implementing the scientific method. To this end we implement an ILS (Inquiry Learning Space) and we want to thank Rosa Doran (http://nuclio.org/) for her invitation to this project. Our students would never ever dream to research on the variation of a double star, investigation if there is a black hole!

Going forward, we are also participating in the CREATIONS project. The CREATIONS pro-ject aims to demonstrate innovative approach-es and in Scientific Research through creative ways that are based on Art and focus on the development of effective links and synergies

between schools and research infrastructures [8]. In this context we engage our students in a welcome video to the “Longyearbyen Skole”, developing a frame for the next Global Sci-ence Opera in Real Time (http://goo.gl/jJo6v0) and we are raise the debate ον how we can use music to teach, introductory, string theory [5, 20] and Feynman diagrams [42]. In Figure 7, you can see the analogy between the graphical music scenario (top) [38] and to Feynman dia-grams (bottom). Moreover, string theory – in very simple words – tells us to ‘see’ elemen-tary (subatomic) particles as different energy vibrations of a very very small string.

4. Discussion

The first pillar is to offer students educational activities in order to facilitate their learning and to provide them the necessary experiences for life. The educational activities presented involve students working in teams inquir-ing and exploring different aspects of a task. The educational outcomes are, among others, knowledge gaining on the core scientific ideas, better relationships between teachers, students & parents/guardians, and boost of students’ self-esteem [25, 35]. The emotion component has been integrated in learning [22].

The second pillar has been the design of medi-um-term & long-term innovative educational activities All the above are objectives to an ef-fort for an inclusive education and they were developed with use of open access scholar-ships and open educational resources [43] in the framework of European Projects like iSe, GoLab, UDLnet.

There is also a third pillar: to engage as many teachers as possible and to support them in in-novative science teaching, by all means. In the near future we are planning to developed or/and support teaching practices on coding & robotics (see Figure), space, movies, special education and sign language.

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Figure 8. A innovative ILS on educational Robotics (in Greek) from Eleni Psara (http://goo.gl/pl8boj)

Science education, on our point of view also, establishes a wider framework of individual completion through the development of criti-cal thinking and the urge to act, locally & glob-ally, aiming to raise the awareness on human rights, world peace and safeguard human dig-nity building, ultimately, a culture of peace [9].

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ISBN: 978-960-473-696-6

This project has received funding from the European Union’s ICT Policy Support Programme as part of the Competitiveness and Innovation Framework Programme (Grant Agreement no. 325123). This publication reflects only the editor’s and contributors’ views and the European Union is not liable for any use that might be made of information contained therein.

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